This article details data from three well-documented American Indian language immersion programs—Hawaiian, Keres (Pueblo), and Navajo—and from an ongoing large comparative study of language shift/retention in six Indian school-community sites. The data suggest that immersion schooling serves the dual roles of promoting students’ school success and revitalizing endangered indigenous languages. The author draws from a series of qualitative and quantitative studies.
This article successfully states and meets its purposes, drawing from a series of qualitative and quantitative studies. The substantive content is organized, compelling, and engaging, and therefore should be of interest to policymakers and researchers who are focused on preserving the language of indigenous populations while simultaneously increasing American Indian learning and achievement. The article effectively details each program—Hawaiian, Keres (Pueblo), and Navajo—and supports key points with data. The impact on learning is potentially high.